Written algorithms in the primary years: Undoing the good work?
Clarke, D.
Clarke, D.
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Abstract
The teaching of conventional written algorithms in primary schools dominates the curriculum with concerning effects on both student understanding and self-confidence. In this paper, I summarise research findings and the opinions of key writers, with particular emphasis on the potential dangers of introducing conventional algorithms too early, and share research data from a follow-up study to the Victorian Early Numeracy Research Project. I make the argument that there is far more important work to be done in these years in developing concepts and strategies for mental computation, and offer some practical suggestions.
Keywords
Curriculum and Pedagogy;--Early childhood education;--Mathematics and Numeracy
Date
2005
Type
Conference item
Journal
Book
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Page Range
93-98
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Open Access Status
Open access